ENHANCING THE METHODOLOGY FOR DEVELOPING PROSPECTIVE FOREIGN-LANGUAGE TEACHERS’ REFLECTIVE COMPETENCIES THROUGH AN INTEGRATED APPROACH
Keywords:
reflective competencies, prospective foreign-language teachers, integrated approach, teacher education, meta-cognition, reflective practice, professional development, evidence-based pedagogy.Abstract
This study explores the enhancement of methodology for developing reflective competencies among prospective foreign-language teachers within an integrated, system-oriented framework. Reflection is conceptualized as a meta-cognitive and analytical process that enables student-teachers to critically evaluate their instructional practices, negotiate complex classroom realities, and construct informed, evidence-based pedagogical decisions.
The research synthesizes principles of reflective practice, competency-based education, and learner-centered pedagogy to design a methodology that interweaves diagnostic assessment, structured reflective tasks, guided observation, and collaborative feedback cycles. The proposed approach promotes the transition from descriptive self-reporting to deep analytical reasoning, encouraging student-teachers to identify causal relationships, recognize pedagogical inconsistencies, and formulate strategic improvements.
References
1. Schön, D. A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
2. Dewey, J. (2013). How we think: A restatement of the relation of reflective thinking to the educative process. New York: D.C. Heath & Company.
3. Farrell, T. S. C. (2015). Promoting teacher reflection in second language education: A framework for TESOL professionals. New York: Routledge.
4. Richards, J. C., & Lockhart, C. (2007). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.
